Kyle Haskell Cindy Herman Erin Weardon Auditory Processing Deficit Auditory-processing deficit is the inability to interpret, organize, analyze, or synthesize an auditory message.
Students with Central Auditory Processing Disorder would fall under this category as well.
Characteristics
Student tunes out in noisy environment
Student listens, but processes the information heard inaccurately and often out of sequence.
Have problems carrying out multistep directions
Have poor listening skills
Need more time to process information
Have low academic performance
Have behavior problems
Have language difficulty (e.g., they confuse syllable sequences and have problems developing vocabulary and understanding language)
Have difficulty with reading, comprehension, spelling, and vocabulary
Student is unable to explain in verbal fashion what they are thinking.
Students comments may seem disassociated from the topic
“Don’t care” attitude
Withdrawn – a loner
Often plays with younger children or adults (avoids peer interaction)
Poor self concept
Emotional and social overlays – inadequacy, rejection, depression
Says “what?” or “huh?” - is buying time to process
Daydreams
Cohesion of Characteristics
Auditory Figure-Ground Problems: This is when the child can't pay attention when there's noise in the background. Noisy, low-structured classrooms could be very frustrating.
Auditory Memory Problems: This is when the child has difficulty remembering information such as directions, lists, or study materials. It can be immediate (i.e., "I can't remember it now") and/or delayed (i.e., "I can't remember it when I need it for later").
Auditory Discrimination Problems: This is when the child has difficulty hearing the difference between sounds or words that are similar (COAT/BOAT or CH/SH). This problem can affect following directions, reading, spelling, and writing skills, among others.
Auditory Attention Problems: This is when the child can't maintain focus for listening long enough to complete a task or requirement (such as listening to a lecture in school). Although health, motivation, and attitude might also affect attention, among other factors, a child with CAPD cannot (not will not) maintain attention.
Misconceptions ØChildren with auditory processing difficulty typically have normal hearing and intelligence ØAPD is an auditory disorder that is not the result of higher-order, more global deficit such as autism, mental retardation, attention deficits, or similar impairments. ØNot all learning, language, and communication deficits are due to APD. ØNo matter how many symptoms of APD a child has, only careful and accurate diagnosis can determine if APD is, indeed, present. ØAlthough a multidisciplinary team approach is important in fully understanding the cluster of problems associated with APD, the diagnosis of APD can only be made by an audiologist. ØTreatment of APD is highly individualized. There is no one treatment approach that is appropriate for all children with APD. Accommodations/Modification
Work in a quiet location, with minimal distractions
Give written directions whenever possible
Give copies of lecture notes/summaries
Give directions one at a time (clearly)
Use tape recorders and take notes
Speak slowly
Have student tackle one task at a time
Use gestures to reinforce what is being said
Eye contact
Sound system
Do not count spelling in daily work or test situations
Be patient
Encourage the student to ask questions when confused
Cindy Herman
Erin Weardon
Auditory Processing Deficit
Auditory-processing deficit is the inability to interpret, organize, analyze, or synthesize an auditory message.
Characteristics
- Student tunes out in noisy environment
- Student listens, but processes the information heard inaccurately and often out of sequence.
- Have problems carrying out multistep directions
- Have poor listening skills
- Need more time to process information
- Have low academic performance
- Have behavior problems
- Have language difficulty (e.g., they confuse syllable sequences and have problems developing vocabulary and understanding language)
- Have difficulty with reading, comprehension, spelling, and vocabulary
- Student is unable to explain in verbal fashion what they are thinking.
- Students comments may seem disassociated from the topic
- “Don’t care” attitude
- Withdrawn – a loner
- Often plays with younger children or adults (avoids peer interaction)
- Poor self concept
- Emotional and social overlays – inadequacy, rejection, depression
- Says “what?” or “huh?” - is buying time to process
- Daydreams
Cohesion of Characteristics- Auditory Figure-Ground Problems: This is when the child can't pay attention when there's noise in the background. Noisy, low-structured classrooms could be very frustrating.
- Auditory Memory Problems: This is when the child has difficulty remembering information such as directions, lists, or study materials. It can be immediate (i.e., "I can't remember it now") and/or delayed (i.e., "I can't remember it when I need it for later").
- Auditory Discrimination Problems: This is when the child has difficulty hearing the difference between sounds or words that are similar (COAT/BOAT or CH/SH). This problem can affect following directions, reading, spelling, and writing skills, among others.
- Auditory Attention Problems: This is when the child can't maintain focus for listening long enough to complete a task or requirement (such as listening to a lecture in school). Although health, motivation, and attitude might also affect attention, among other factors, a child with CAPD cannot (not will not) maintain attention.
MisconceptionsØ Children with auditory processing difficulty typically have normal hearing and intelligence
Ø APD is an auditory disorder that is not the result of higher-order, more global deficit such as autism, mental retardation, attention deficits, or similar impairments.
Ø Not all learning, language, and communication deficits are due to APD.
Ø No matter how many symptoms of APD a child has, only careful and accurate diagnosis can determine if APD is, indeed, present.
Ø Although a multidisciplinary team approach is important in fully understanding the cluster of problems associated with APD, the diagnosis of APD can only be made by an audiologist.
Ø Treatment of APD is highly individualized. There is no one treatment approach that is appropriate for all children with APD.
Accommodations/Modification
Resources
o 804 Learning Disability Course pack
o http://kidshealth.org/parent/medical/ears/central_auditory.html
o http://www.nidcd.nih.gov/health/voice/auditory.asp
o http://www.nidcd.nih.gov/directory/keyword.asp?keyword=13
Ø Directory of Institutions that provide more information about Auditory Processing Deficit
o http://www.nidcd.nih.gov/health/voice/auditory.asp
o http://www.whitman.edu/content/academic_resources/disability_services/ld_info#ap
o http://kidshealth.org/parent/medical/ears/central_auditory.html
o Central Auditory Processing Disorder (CAPD) in children: what is it and what are the issues surrounding it? Deafness & Education International Volume 2, Issue 2, Date: June 2000, Pages: 75-85 Frances Hickson, Valerie Newton
o http://www.asha.org/public/hearing/disorders/understand-apd-child.htm
Personal Modifications/Accommodations
Ø Erin
§ Use microphone
§ Repeats Directions
§ Has student repeat directions back to her
§ Sits near front
§ Sits by two quiet students
§ Assists in organization
Ø Cindy
§ Work with parent on regular basis (home support crucial)
§ One on one directions
Ø Kyle
§ Work on ideas and thinking together
§ Boost self-esteem
§ Check with her regularly so she knows what is going on